{"id":1167,"date":"2020-05-13T22:35:58","date_gmt":"2020-05-14T02:35:58","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=1167"},"modified":"2021-08-15T15:25:34","modified_gmt":"2021-08-15T19:25:34","slug":"illusions","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/motivation-positive-et-perseverance\/le-recadrage\/illusions\/","title":{"rendered":"Illusions"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Trouvez une image qui a une sorte d\u2019illusion.<\/li>\n<li>Demandez aux \u00e9l\u00e8ves de dire ce qu\u2019ils voient. S\u2019ils ont de la difficult\u00e9 \u00e0 voir l\u2019illusion, donnez-leur deux choix. Vous pouvez alors entamer une discussion pour d\u00e9terminer quel groupe a \u00ab raison \u00bb et quel groupe a \u00ab tort \u00bb, et pourquoi. L\u2019important, c\u2019est d\u2019expliquer que les deux groupes ont raison\u2026 cela d\u00e9pend tout simplement de leur perception.<\/li>\n<li>Lors d\u2019une discussion plus approfondie, vous pouvez introduire les notions suivantes : les biais, les pr\u00e9jug\u00e9s (conscients ou inconscients), leur influence sur une situation, et l\u2019objectif de chercher \u00e0 nous comprendre les uns les autres, m\u00eame si nous avons des points de vue contradictoires.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Ressources-supplmentaires-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRessources-supplmentaires-0' aria-expanded='false' aria-controls='collapseOneRessources-supplmentaires-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Ressources suppl\u00e9mentaires<\/h3><\/a><\/div><div id='collapseOneRessources-supplmentaires-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRessources-supplmentaires-0' data-parent='#accordion0'><div class='card-body'><p>Livre pour plus jeunes : Canard! Lapin! (Krouse Rosenthal and Lichtenheld)<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Vous pouvez adaptez les images et les messages en fonction de l\u2019\u00e2ge et du stade de d\u00e9veloppement des \u00e9l\u00e8ves.<\/li>\n<li>Vous pouvez \u00e9galement compiler les r\u00e9ponses et afficher le r\u00e9sultat sur un graphique simple.<\/li>\n<li>Une excellente activit\u00e9 pour les enseignants suppl\u00e9ants.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Donnes-probantes-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneDonnes-probantes-0' aria-expanded='false' aria-controls='collapseOneDonnes-probantes-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Donn\u00e9es probantes<\/h3><\/a><\/div><div id='collapseOneDonnes-probantes-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneDonnes-probantes-0' data-parent='#accordion0'><div class='card-body'><p>Les pens\u00e9es n\u00e9gatives sont souvent une r\u00e9ponse automatique aux facteurs de stress. Le recadrage peut servir de strat\u00e9gie d\u2019adaptation pour aider \u00e0 se faire une id\u00e9e de la situation. Les comp\u00e9tences d\u00e9velopp\u00e9es gr\u00e2ce au recadrage favorisent la conscience de soi, l\u2019autosurveillance, la communication des pens\u00e9es\/sentiments\/comportements et sont n\u00e9cessaires \u00e0 un \u00e9tat \u00e9motionnel sain. L\u2019enseignement du recadrage doit se faire de mani\u00e8re interactive pour permettre aux \u00e9l\u00e8ves de pratiquer les comp\u00e9tences et r\u00e9fl\u00e9chir \u00e0 leur utilisation future. Les \u00e9l\u00e8ves qui ont particip\u00e9 \u00e0 une activit\u00e9 collaborative visant \u00e0 identifier un recadrage positif des pens\u00e9es n\u00e9gatives (sur la base d\u2019un sc\u00e9nario fourni) \u00e9taient plus en mesure de donner des conseils \u00e0 un \u00ab penseur n\u00e9gatif chronique \u00bb \u00e0 la fin de l\u2019activit\u00e9 que ceux qui ont simplement \u00e9cout\u00e9 une le\u00e7on sur le recadrage des pens\u00e9es n\u00e9gatives (Hughes, Gourley, Madson &amp; Le Blanc, 2011).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Rfrences-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRfrences-0' aria-expanded='false' aria-controls='collapseOneRfrences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> R\u00e9f\u00e9rences<\/h3><\/a><\/div><div id='collapseOneRfrences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRfrences-0' data-parent='#accordion0'><div class='card-body'><p>Hughes, J., Gourley, M., Madson, L., &amp; Le Blanc, K. (2011). Stress and Coping Activity: Reframing Negative Thoughts. <em>Teaching of Psychology, 38<\/em>(1), 36-39.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Aider \u00e0 voir les choses selon la perspective d\u2019un autre, \u00e0 adopter une r\u00e9flexion souple et \u00e0 pratiquer le recadrage<\/p>\n","protected":false},"author":2,"featured_media":1168,"parent":979,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[99,235,101,93,75,95,97,233],"tags":[],"class_list":["post-1167","page","type-page","status-publish","has-post-thumbnail","hentry","category-aucun-materiel-requis","category-comprendre","category-enseignants-suppleants","category-intermediaire","category-motivation-positive-et-perseverance","category-moyen","category-primaire","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1167","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/comments?post=1167"}],"version-history":[{"count":6,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1167\/revisions"}],"predecessor-version":[{"id":2961,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1167\/revisions\/2961"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/979"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1168"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=1167"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=1167"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=1167"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}